A selection of English ESL computers & technology ppt slides with general reading comprehension, reading comprehension

gadgets riddles: ss have to guess the gadget by its definitions



Guess the gadget!/ Riddles/PPT

This is a short presentation about computer components fucntions to esl students and for teachers who  want to  review some specific  vocabulary. I is also a useful tool get students´ attention in the class.

Computer Functions 

I USED THIS PPP TO PRESENT PRESENT PASSIVE VOICE TO 16 AND 17 TEENAGERS. IT'S ABOUT THE PROCESS OF UPLOADING A VIDEO TO FACEBOOK

TEACH PRESENT PASSIVE VOICE

24-page PPT to help you learn some of the vocabulary in the office.

OFFICE EQUIPMENT

This is a PowerPoint where students-



read text messages and answer questions 

write text messages on their phones 



For students who don't have phones have a text message paper template at hand for them to write on 



Please, as always check for spelling mistakes before using 

reading and writing a text message

Teachers and student will know why its important to use technology in the classroom. Why they need to use the resourses we have in this century, they also watch a video about how to use technology in education.

HOW TO USE TECHNOLOGY IN EDUCATION

ppt with an useful reading activity including comparative and superlative degree of adjectives. these slides are planned as a TBL activity to make students infere the structure studied. use this ppt to check understanding and to help your students to enjoy reading...

Text me !

This PPT has five worksheets (available in my Worksheets resources here in ISL Collective) which are connected to it. Teachers do not have to use all the worksheets or examples of Moral Panics within the PPT. It depends on the sensitivity of your situation. The PPT considers what Moral Panic is and how they can be explained using Gramsci and Bourdieu's theories. There are many discussion group exercises which are accompanied with worksheets. This PPT encourages students to develop their critical thinking skills. The outline was created by ChatGPT but strongly edited and improved by my own research, planning and knowledge.

AI - The Moral Panic About Artifical Intelligence

This educational resource provides an insightful overview of 15 of the most widely used social media apps, offering a brief description of each platform along with key demographic data on its users. Designed for students, educators, and professionals, this guide helps users understand the unique features, audience reach, and cultural impact of different social networks.

Each app entry includes a summary of its purpose—whether for sharing videos, networking, messaging, or content creation—as well as statistics on user demographics, including age groups, gender distribution, and geographic trends. The resource covers platforms like Facebook, Instagram, TikTok, Snapchat, LinkedIn, Twitter (X), and more, highlighting how different generations and industries engage with them.

Whether you’re studying digital trends, marketing, or online safety, this guide serves as a valuable reference for understanding the evolving social media landscape. By comparing app usage patterns, users can make informed decisions about platform selection for personal, academic, or business purposes.

Exploring Social Media: A Guide to 15 Popular Apps

Lead-in: To set the context on the theme of ‘our
digital world’. The teacher will use a
picture and verbal prompts to encourage
students to guess the significance of the
picture and then discuss it with the class.
After the students guess “The Internet”
The teacher will ask the students “what
they associate with the internet”
Students will then make a list and share
their answers. Teacher will provide
feedback in open class.

Task  1: Teacher will prompt the students to know
what we will be reading about the
Internet. Teacher will let students know
that the reading has 5 paragraphs and
that the students have to match the
paragraphs to the correct headline.
Teacher will introduce the headlines prior
to the reading. Teacher will instruct
students to work in groups for this task.
Teacher will then send students to
breakout rooms where they will complete
the task. Teacher will hop in and out of
breakout rooms checking in on the
students. After 5 minutes have elapsed of
group work students will share their
answers and the teacher will give
feedback.

Blocking Vocabulary: Teacher will use this time to teach
relevant vocabulary to the reading. The
words are Handful, Claim, and Crash
using various images. Teachers will use
the images to elicit the students and
guide them to the definitions using their
previous knowledge of synonymous
words.

Task 2: Teacher will show a designed set of true
or false questions. Teacher will tell the
students to go back into the reading to
find the answers. Students will return to
their breakout rooms. Teacher will
encourage students to check together
before they leave their breakout rooms.
Students will share their answers with the
class and teacher will provide feedback.

Freer-Practice: Teacher will show various images of
social media apps and explain their
internet usage. Teacher will then prompt
students to discuss their internet usage
habits.
If time allows, teacher will do some
content and language feedback

Cyberspace Reading and Questions

We created a methodological guide for ICT teachers and for teachers using the CLIL approach. The guide includes Gemini stories focused on online safety, as well as interactive quizzes. It is a collaborative work within eTwinning project.

eSafety Through Gemini Stories, How to be safe on the Internet

Blockchain Development Company specializes in building secure, decentralized applications and blockchain-based solutions to help businesses improve transparency, automation, and data integrity across various industries.

Blockchain Development Company

General reading comprehension

Computers & Technology

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

13 Computers & Technology, General reading comprehension, Reading Comprehension English ESL powerpoints